WHY I STAY: A QUALITATIVE STUDY EXPLORING TEACHER LONGEVITY IN AN URBAN EDUCATIONAL SETTING

Teacher shortages have become a critical issue in various educational settings, with urban schools experiencing disproportionate levels of teacher attrition (Lamboy, 2023; Wiggan et al., 2021). This study investigated the philosophical and pedagogical perspectives of teachers who demonstrated longevity in urban educational settings. The research focused on the question: how do teachers who sustain long-term careers in urban schools approach their work? Sub-questions explored the relationship between teacher beliefs, preparation, and perspectives in fostering job satisfaction and career commitment in these settings. The study used a qualitative approach, including semi-structured interviews and thematic analysis to explore the lived experiences of teachers with five or more years of service in one urban educational setting. An appreciative inquiry framework guided the methodology. A key finding was that teachers with longevity believed their work made a positive difference in students’ lives, demonstrating care for student well-being, passion for their content, and innovative pedagogy.